SRI is excited to announce a new partnership with Los Angeles Unified School District (LAUSD) to examine career development opportunities (CDOs) in the district.
Researchers seeking to scale the impact of educational interventions or products often choose to release them free of charge with open licenses to maximize adoption. One common motivation is to ensure equitable access to those products in under-resourced communities.
In the November 2024 webinar Building Students’ Motivation and Learning Skills in Online Courses, researchers from the Postsecondary Teaching with Technology Collaborative shared insights from the Collaborative’s formative study of technology-enabled instructional strategies designed to support students’ self-directed learning in online and hybrid STEM courses.
The LEARN Network’s Ela Joshi sat down with host of The SRI Homeroom podcast Kori Hamilton Biagas to break down the nuanced world of developing and scaling evidence-based products and practices, emphasizing the vital role of student input.
The LEARN Network recently hosted a panel discussion with scholars and practitioners who understand the unique considerations required to design, research, and scale evidence-based products in and across rural communities.
In recent years, Tennessee education leaders have expressed concern over stagnant or declining college enrollment rates and a weak education-to-workforce pipeline.1 According to the State Collaborative on Reforming Education, only 26 percent of Tennessee students who started high school in 2012 earned a postsecondary degree by summer 2022, with even lower percentages for students of color over the same time period.1,2 Alarms were sounding.
Suzanne Donovan, executive director of the Strategic Education Research Partnership (SERP) Institute, and Vanessa Coleman, co-director of SRI’s Center for Education Research & Innovation, recently sat down for a conversation with Kori Hamilton Biagas to discuss scaling innovations that disrupt inequity and create system-level change.
What do high school graduates need to know and be able to do to be prepared for college and career? This is the fundamental question that state policy makers confront when determining minimum high school graduation requirements or assessing whether these requirements need to change to meet the needs of a rapidly evolving economy.
New performance data gets released. Without even seeing the data, what would you predict is the pattern? For over 20 years, since No Child Left Behind, we have seen the same, predictable performance differences. And for over 20 years, there’s been a desire to quickly compare data points, find bright spots and challenges, craft a narrative, and decide on next steps.
One objective within our Equitable Pathways to College and Career team is to highlight projects and initiatives that weave equity-driven practices into the fabric of our work. One such initiative is supported by the National Science Foundation (NSF)—NSF’s Eddie Bernice Johnson INCLUDES Initiative (NSF INCLUDES).
Many students today have experienced waves of trauma—from the pandemic, opioid crisis, racial injustice, poverty, inequality, violence, and more. Many, if not all, students and families are affected, and schools play a central role in providing critical supports.
Thinking critically, working collaboratively, communicating effectively, learning how to learn—these are the types of deeper learning competencies that students will need to master to be successful in the rapidly evolving future of work and citizenship.
Finishing more years of high school, and especially earning a diploma, is associated with a decreased risk of premature death, increased prospects for employment, and a higher lifelong earning potential.
As foundations grapple with how to advance equity, many are seeking to reimagine learning and evaluation in their grantmaking.
Getting and using feedback from students themselves about their school experiences is key to understanding school climate. But how do school and district leaders know which measures to use?